By Emma Durden (auth.), Dennis A. Francis (eds.)

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Additional resources for Acting on HIV: Using Drama to Create Possibilities for Change

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Stigma, discrimination and the implications for people living with HIV/AIDS in South Africa. Journal of Social Aspects of HIV/AIDS, 1(3), 157-164. ). Theater of the Oppressed techniques: Forum Theater [cited 21 August 2008. org. UNICEF (2001). Stigma, HIV/AIDS and prevention of mother-to-child transmission: A pilot study in Zambia, India, Ukraine and Burkina Faso. London: UNICEF. 28 REMO CHIPATISO AND ERIC M. RICHARDSON UNDERSTANDING ROLE IN HIV/AIDS INTERVENTIONS: A CASE STUDY OF THEMBA INTERACTIVE (TI) INTRODUCTION In recent years the value of educational drama has become recognised.

Journal of Health Communication, 7, 39-57. Harding, F. (1998). Neither ‘fixed masterpiece’ nor ‘popular distraction’: Voice, transformation and encounter in theatre for development. In K. ), African theatre for development: Art for self determination. Exeter: Intellect Books. , & Swan, T. (2000). Evaluation of a drama-in-education programme to increase AIDS awareness in South African high schools: A randomised community intervention trial. International Journal of STD & AIDS, 11(2), 105-111. , & Freire, P.

This actually challenges the spectators and thus indirectly prepares them for the next level of involvement where they come on stage to play a role with the antagonist (as discussed in the next section of this chapter). The fact that the antagonist does not shift his/her position also brings out an aspect of how role communicates in the intervention. Instead of considering the suggestions given the antagonist actually pretends as if all the information is useless and everything that is said is wrong.

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